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Coles Second International Handbook of Educational Leadership and Social (In)Justice: Critical Perspectives at Village Green Shopping Centre in Vernon, BC
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This second edition handbook identifies critical perspectives in studying and practicing leadership for social justice. The co-editors have brought together over one hundred scholars, over sixty percent from outside of North America. Thus, the topics and methods vary greatly, critically expanding theoretical and methodological ways of knowing the constructs embedded in diversity, equity, inclusion, and social justice. The handbook troubles the taken-for-grant ideas and norms that often act as barriers to realizing socially just practices within schools, universities, and societies around the world. Since the publication of the first edition in 2014, our world has seen a dramatic rise in populist authoritarian governments whose educational policies have exacerbated social injustices, such as criminalizing immigration and migration, banning books, increasing racism, including antisemitism, and excluding LGBTQ+ teachers and students, among many other social injustices. What will clearly distinguish this second edition of Educational Leadership and Social (In)justice is how we bring together fourth-generation international research knowledge of educational leadership for social justice.
This second edition handbook identifies critical perspectives in studying and practicing leadership for social justice. The co-editors have brought together over one hundred scholars, over sixty percent from outside of North America. Thus, the topics and methods vary greatly, critically expanding theoretical and methodological ways of knowing the constructs embedded in diversity, equity, inclusion, and social justice. The handbook troubles the taken-for-grant ideas and norms that often act as barriers to realizing socially just practices within schools, universities, and societies around the world. Since the publication of the first edition in 2014, our world has seen a dramatic rise in populist authoritarian governments whose educational policies have exacerbated social injustices, such as criminalizing immigration and migration, banning books, increasing racism, including antisemitism, and excluding LGBTQ+ teachers and students, among many other social injustices. What will clearly distinguish this second edition of Educational Leadership and Social (In)justice is how we bring together fourth-generation international research knowledge of educational leadership for social justice.
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